Performing Arts Subject Overview – KS3

At KS3, four ‘strands’ of study are followed: Music, Acting, Musical Theatre and Dance. These four strands are all offered by extension as a BTEC in Performing Arts/ Music at KS4, as well as GCSE Music and Drama as a separate offer, leading to Advanced Level 3 courses in Music and the Performing Arts at both BTEC and A Level Post 16.

Rationale For Provision

Across all four strands, throughout Key Stage Three, students develop their abilities in comprehension and communication. They work both independently and alongside others and learn to take risks with the development of their ideas.  Students learn performance skills and about the way in which expression and space help to show meaning to an audience. They learn to analyse their work and the work of others and how to put target setting into practise.

Assessment will take place throughout the year where students will accumulate a series of skill sets which will be tested formally and which will form a bank of results leading to one unique, overall grade. Performing Arts develops students’ speaking and listening skills, confidence and understanding of the world around them.  It also allows for physical expression and use of imagination and develops students’ trust in their creative instinct.

In Performing Arts, students use themes, issues and texts to examine a diverse range of social, political and cultural contexts. This, in turn helps them to understand the society in which they are currently living and the nature of the human condition. Performing Arts is an inclusive subject where all students are given the opportunity to develop and learn in a safe and structured environment where originality and creativity flourish. All students are guided to develop and extend their vocabulary to improve analysis within the lessons. Oriel Performing Arts teachers and students are fully committed to building on an already exciting and supportive department where all students feel safe and relaxed about achieving, trying their best and therefore reaching their full potential.

We provide a high quality music education alongside an array of extra-curricular activities and performance opportunities. We also boast a vibrant team of peripatetic staff who support all areas of the curriculum. In addition, we provide dedicated concert evenings, workshops and specialist sessions after school, which prepares students for life in the music industry. These students are always involved in the sound and lighting side of all concerts as well as being given ‘real life’ opportunities to develop their skills. We regularly perform and work with our feeder schools. The curriculum covers an exciting range of units, which develops students’ musical understanding, listening and analytical skills, performance skills (both solo and ensemble), compositional skills and their ability to evaluate their own and others work.

At Key Stage 3 all classes are taught in mixed ability groups.

Schemes of Work – KS3

Acting, Musical Theatre and Dance

Year 7

Term	Term's Collective Title/Theme	Acting	Dance/Musical Theatre
1a	Matilda End of unit trip to the musical of Matilda	People, Place and Problem How story and character are shown through people, place and problem. Still image, Mime, Facial Expression, Body language, Stage configurations, Roleplay.	People, Place and Problem To choreograph and perform a simple movement sequence in character to a piece of music from Matilda. Count of 8, canon, mirroring, characterisation, beats.
1b	Halloween Season	Dark Wood Manor To explore a haunted manor through whole class improvisation and teacher in role. Hot seating, whole class in role, body as prop, still image, mime.	Dark Wood Manor To choreograph a whole class musical number of 'Thriller'. Count of 8, canon, ensemble, improvisation, characterisation, taking direction.
2a	When in Rome	Commedia Dell'arte To know the stock character types and create comedy through their mannerisms. Stock charactersm movement, body language.	Commedia Dell'arte To learn a selection of Italian Folk Dance steps and perform them within a devised scene with Italian Folk Music.
2b	More Than Words	Living House To know what physical theatre is and how it can be used to tell a story. Body as prop, ensemble, beats.	Living House Creating a physical theatre piece that is informed by the tempo, atmosphere and beat of a piece of music.
3a	From the Middle East	The Boy at the Back of the Class To explore the contexts around refugees. Multirole play, physical theatre, still image, mime.	The Boy at the Back of the Class To learn a selection Syrian Folk Dance steps to put into a devised performance. https://www.youtube.com/watch?v=3Iec81_2sHw
3b	Japanese Art	Shadow Puppetry To be able to perform a story through verbal communication and the absence of light. Pitch, place, tone.	Shadow Puppetry To learn Japanese Folk Dance steps and perform them within a Shadow Puppetry performance alongside Taiko.

Year 8

Term	Term's Collective Title/Theme	Acting	Dance/Musical Theatre
1a	"A Drum A Drum, Macbeth Doth Come"	Macbeth To perform select scenes in traditional Shakespeare conventions and to be able to translate and modify to a modern audience. Tension, stage conventions, voice, body language, Language, devising, stage combat.	Macbeth To create a ritualistic dance that represents the witches in 'Macbeth', which fits the beat, rhythm and call and response of their piece, recorded while studying Samba Bateria.
1b	The Greatest Showman	The Story of P.T Barnum To explore the true story of 'TGS' and circus art forms. Cross cutting, naturalism, body language, facial expressions, gesture.	The Story of P.T Barnum To create a routine to a section of 'The Greatest Show'. Verse, chorus count of 8, canon.
2a	Silent Movie End of unit trip to The Show That goes Wrong.	Slapstick To explore how physical comedy is made through nonverbal slapstick skills. Stock characters, mime, exaggeration, stage combat, slapstick moves.	Slapstick To explore how physical comedy is made through nonverbal slapstick skills. Stock characters, mime, exaggeration, stage combat, slapstick moves.
2b	The Roaring 20's	Bugsy Malone To explore the prohibition era through this comical musical. Accent, tone, pitch, pace, pause, tension, facial expression, set.	Bugsy Malone To learn Charleston steps and create a routine in it's style. To create a character led movement piece of 'Bad Guys'
3a	Pop Art	Soap Opera To understand the conventions and importance of Soap Opera. Melodrama, stock characters, exaggerations, scene structure, stage combat, conventions.	Soap Opera To learn elements of Street Dance in the style of 'Diversity' and choreograph a short performance in this style.
3b	British Empire Impact	Noughts and Crosses To explore segregation through this story, whilst analysing a script, to better inform acting choices. Script analysis, cross cutting, still image, naturalistic acting juxtaposition.	Noughts and Crosses To learn elements of afrobeat and put them into a scene from this play.

Year 9

Term	Term's Collective Title/Theme	Acting	Dance/Musical Theatre
1	For the Big Screen	Acting for Camera - DNA To develop naturalistic acting skills and to plan, direct and film with newly acquired acting and camera skills. Given circumstances, Foley Artistry, camera angles, hitting a mark, monologue, duologue.	Acting for Camera - DNA To look at a selection of successful dances from social media, locate what makes them effective, and plan, direct and shoot a music video intended for social media.
2a	Hamilton End of unit trip to the musical of Hamilton.	Civil War To explore key events of Alexander Hamilton's life and the American Civil War. Devising, set design, whole class improvisation, physical theatre.	Civil War To choreograph a routine to either a character led rap group number or a dance number from 'Hamilton'.
2b	Urban Night Life	Bouncers To perform a fast-paced multirole comedy. Multirole play, exaggeration, chorus, characterisation, whole class improvisation.	Bouncers To choreograph a comical dance routine, using cliche dance moves seen from content creators online. This will fit into a scripted scene that students will perform.
3a	Surrealism	Metamorphosis To explore a surrealist allegory and the skills necessary to perform it in this style. Physical Theatre, whole class improvisation, set building, ensemble.	Metamorphosis To explore surrealist movement styles and create a routine that explores Gregor's experience.
3b	Showcase	The Airport To devise an episodic performance, using Brechtian skills. Episodic structure, multirole play, improvisation, placards, symbolic prop.	The Airport Students will need to choreograph a freestyle performance into their show, which will be inspired by the stimulus of 'The Airport'.

Music

Year 7

Autumn I	Spring I	Summer I
Musical Elements • Key elements of Music – Dynamics, Pitch, Pulse, Melody, Rhythm, Articulation • Rhythm clapping exercises • What is a contrast in music? • Sight singing intro • Singing and performing ‘By the Waters’ to demonstrate practical understanding of reading notation and sight singing • Notation intro (treble and bass clef) Assessment: Composing a piece on Garageband, using loops to represent contrasting musical elements	Further Notation and Composing a piece of music • Understanding how to read notes in the treble and bass clef • Chord Basics (Major and Minor) • Performing using simple chords as a background • Understanding Texture and Structure • Compose a Ternary form composition Assessment: Keyboard composition of a melody and chord sequence in ternary form, using GarageBand. with written evaluation on word	African Music • Research projects on African music and culture (powerpoint) • Che Che Kule – singing project to demonstrate call and response – play through on Djembes • Djembe workshop, using Toto – Africa Assessment: Compose an African piece, demonstrating the use of Call and Response, Ostinato and 2 contrasting sections
Autumn II	Spring II	Summer II
Composing an Ostinato • Keyboard Basics • Musical Notation – hands separately then together • Finding the notes on a keyboard • Ostinato – how to create • Christmas music – learn how to play on keyboards Assessment: Compose an Ostinato and record this into GarageBand	Musical Instrumental and Genres • Composers of the baroque and classical periods • What are the musical instrumental families? • Which instruments are in each family? • What is timbre? • What are the key characteristics of the Classical period? • Key composer Mozart Assessment: Listening test on identifying musical instruments and genres	Band Projects • Achy Breaky Heart Listening Activity • Learn the lyrics • Recap Chords • How to play the chords on Piano / Ukulele • Cover Songs listening activity • Whole class sing along with lyrics • Break off into bands and rehearse full song Assessment: Performance of band projects (singing and playing) and written evaluation on word document Assessment: End of year listening assessment

Year 8

Autumn I	Spring I	Summer I
World Music - Indian Music • Reintroduce elements of music and instrument families • Indian Music Research Projects (Instruments culture and history) • Listening activities using describing music charts – complete on word • The Raga: Intro and how to compose one • Raga Compositions on Garageband	Blues / Jazz / Rock and Roll • Blues research projects (instruments, history and culture) • Blues listening activity using describing music charts • Intro to 12 bar blues • Play 12 bar blues on keyboards • Jazz intro and listening tasks Assessment: Rock and Roll intro and Blues performance task	The Rise of Popular Music • Pop Research Projects (Origins, instruments, key artists, different sub-genres) • Pop song structure (chords, lyrics, verse/chorus etc) • Pop listening activities • Let it Be – keyboard activity and record into Garageband • Write a pop song in groups of 4
Autumn II	Spring II	Summer II
World Music - Indian Music into Samba • Complete Indian Compositions • Samba research projects (instruments, culture and history) • Listening Activities using describing music charts – complete on word • Compose a Samba inspired piece on Garageband – needs to feature 3 Samba instruments and must include 5 tracks Assessment: Samba performance project – Mas Que Nada – learn the riff on keyboards or boomwhackers and play with chords	Reggae and Composition Projects • Intro to Reggae and research projects (instruments, culture, characteristics history) • Singing and listening task (3 Little Birds, Bob Marley) • Demonstrate syncopation (offbeat rhythms) • Recap chords / Major / Minor Assessment: Reggae composition projects on Garageband – demonstrate at least 3 relevant instruments and use of syncopation	Band Projects - Blinding Lights by The Weeknd • Introduce the song • Whole class sing along / learn lyrics • Band planning lesson – planning sheets • Listening activity using describing music charts Assessment: Perform Blinding Lights. Should include singing and use of instruments Assessment 2: End of year listening assessment

Year 9

Autumn I	Spring I	Summer I
Pop Music - What makes a good song? • Intro to pop music / listening activities • Introduce riffs and hooks • How to create a good riff (use concept of Ostinato) • Logic Pro intro • Practice composing a riff Assessment: Write your own pop song (in groups of 5/6) – requires instruments, riff, lyrics, verse chorus structure and record	Film Music • Research film composers, key soundtracks, history of film, techniques • Mickey Mousing Leitmotif and key film music techniques • Listening activity – Star Wars or similar • Writing a storyboard (add timings/hit points etc) Assessment: Use Logic to compose to a visual stimulus; a short 1 minute piece reflecting the characteristics of one of 5 prescribed visual themes	Band Projects • Introduce song for Band projects – ‘Somebody that I used to know by Gotye’ • Recap riffs and hooks • Whole class sing along and learn lyrics • Demonstrate chords and recap major/minor • Students to get into their bands and plan performances (use planning sheet) • Rehearse band projects Assessment: Performances of Somebody That I Used to Know and individual written evaluations on word
Autumn II	Spring II	Summer II
Mash-ups Projects - Garageband • Introduce concept of mash ups, remixes and cover songs; what is the difference? • Listening activities around above concepts • Logic Pro; how to mix, splice and mash up • Mash up projects – students should select minimum of 3 tracks, to then splice (cut up) and build their own song (minimum 3 minutes long) in Logic Pro • Written evaluation of the process used	Composing a Film Score • Logic Pro recap: how to compose for a film • Appraise 4 scenes from contrasting movies and use describing music charts – complete on a word document • Introduce independant film scoring task • Create storyboard for chosen film scene • Compose a score to chosen film scene • Written evaluation and peer assessments	Independent Learning Projects This half term, students will be given a choice from 20 music related tasks; which all reflect their prior learning. They are to complete a minimum of four tasks by the end of the term and these should be saved to their individual computer drives Assessment: End of year listening assessment

Pathways at KS4

GCSE Drama (AQA)

Progression from Key Stage Three to Key Stage 4 is made through building on and developing the use of Drama techniques previously learnt and learning new ones. Applying these techniques and devices when exploring age appropriate issues and contexts throughout Key Stage Four, students develop their understanding of the world in which they live by studying key playwrights and practitioners and questioning our social climate by exploring a range of different historical contexts.

C1 – Understanding Drama. To be assessed May of Year 11

• Students will study the play The Crucible or Blood Brothers through both practical and theory work. They will develop an understanding of the play from the perspective of an actor, director and technical designer to allow them to answer 4 exam questions on this play.
• Students will also analyse and evaluate a piece of live theatre which they will view at least once over the two years. They will focus on the work of the theatre makers (actors, directors and technical designers) and answer 1 exam question on this play.

C2 – Devising Drama. To be assessed June of Year 10

• Students will work in groups to create a devised piece of drama. In preparation for this will be taught about applying different styles of theatre to their work, and will explore the work of recognised theatre practitioners.
• Students will also need to complete a devising log which records their progress of exploration and creation of work, and evaluate their final performance. Students will perform in front of an audience and will be marked by an examiner.

C3 – Texts in Practice. To be assessed March of Year 11

• Students will perform two extracts from a play which will be chosen in collaboration with their teachers to ensure the text embraces the performance strengths of the student.
• This will be performed in front of an audience, and will be marked by an outside examiner.

GCSE Music (Eduqas)

Component 1 - Performing	30%	• You must perform 1 ensemble and then a second performance of either a solo or another ensemble. • The performances have to add up to 4 – 6 minutes combined. • It is teacher examined and then moderated.
Component 2 - Composing	30%	• You must compose 2 pieces of music. • One piece is to a brief set by the exam board, the other is in the style of your choice. • Both compositions must last 3 – 6 minutes. • It is teacher examined and then moderated by the exam board.
Component 3 - Exam	40%	The Appraising exam lasts for 1 hour and 15 minutes. You are assessed on 4 areas of study: AOS1 – Musical Forms and Devices AOS2 – Music for Ensemble AOS3 – Film Music AOS4 – Popular Music Within this there are 2 set works you have to learn. The set work for AOS1 is Badinerie, from the Orchestral Suite No 2. in B minor by J.S. Bach. The set work for AOS4 is Africa by Toto. The rest of the exam is unheard but will test your understanding of the musical elements, your listening skills and your general theory.

Pearson BTEC Level 1/2 in Performing Arts

Component One: Exploring the Performing Arts (30%)

To develop as a performer you will need a broad understanding of performance work and influences. To gain a realistic overview of performing arts repertoire, you will learn about the skills and techniques of singing, dancing and/or acting. This component will help you to understand the requirements of being an actor, dancer or musical theatre performer across a range of performances and performance styles. You will develop knowledge and understanding of a range of performance styles. You will look at elements such as roles, responsibilities and the application of relevant skills and techniques. You will broaden your knowledge through observing existing repertoire and by learning about the approaches of practitioners, and how they create and influence performance material. This component will give you an understanding of practitioners’ work and the processes and practices that contribute to a range of performance styles. You will develop transferable skills, such as research and communication, which will support your progression to Level 2 or 3 vocational or academic qualifications.

Component Two: Developing Skills and Techniques in the Performing Arts (30%)

Working as a performer requires the application of skills, techniques and practices that enable you to produce and interpret performance work. You will communicate intentions to an audience through a variety of disciplines such as acting, dancing and musical theatre. In this component, you will develop performance skills and techniques. You will have the opportunity to specialise in one or more of the following disciplines: acting, dance, musical theatre. You will take part in workshops and classes where you will develop technical, practical and interpretative skills through the rehearsal and performance process. You will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce the work. Throughout your development, you will review your own progress and consider how to make improvements. Developing performance skills and techniques will enable you to consider your aptitude and enjoyment for performing arts, helping you to make informed decisions about what you study in the future. This component will help you to progress to Level 3 qualifications in performing arts, where skills and techniques are looked at in more detail. Alternatively, you may want to progress to other Level 3 vocational or academic subject areas. This component has many transferable qualities, for example communication skills and teamwork, which will be valuable whatever you decide to do.

Component 3: Performing to a Brief (40%)

Live performance can happen in a number of places and for a range of reasons. For example, you may perform in a traditional performance space to an audience to communicate ideas about a particular theme or issue, or you may be part of a touring group that takes a performance to a community setting, such as a local school, to teach a young audience a safety message. In this component, you will have the opportunity to respond to a brief. You will be given a brief that outlines the performance requirements and that asks you to consider your target audience and to start the creative process by using the given stimulus included in the brief. Working as part of a group, you will develop your ideas for a workshop performance and apply your skills and techniques to communicate your creative intentions to your audience. The performance skills you will use will vary depending on features such as your performance discipline and the content of the work, your venue and target audience. The work may involve improvisation, vocal work, movement techniques or assisting with audience involvement. The group performance may involve some solo or small-group work or it may be an ensemble piece. You will have the opportunity to inform the performance using existing or newly developed skills, adapting them to suit the performance. This component will help you with progression to Level 2 or 3 vocational or academic qualifications. This component will also enable you to develop transferable skills, such as communication and teamwork, which will help you to progress onto further study.

Pearson BTEC Tech Award in Music Practice

Component One: Exploring Music Products and Styles (30%)

• Explore different styles and genres of music.
• Take part in practical workshops to understand stylistic features and characteristics.
• Learn about the different products the music industry.
• Develop techniques in realising musical products.

Component Two: Music Skills Development (30%)

• Reflect on their progress, and on areas for improvement.
• Choose a job role and explore the skills needed to fulfill it.
• Develop a range of skills.
• Apply skills and techniques in a music performance, creation or production.

Component Three: Responding to a Commercial Music Brief (40%)

• Choose an area of the industry that excites them (composer, performer, or producer).
• Explore the brief and come up with possible responses and ideas.
• Use relevant resources, skills and techniques to develop and refine musical material.
• Present their final response (solo or in a group)
• Review and reflect their approach to the brief and their final outcome.

Pathways at Key Stage 5

Pearson A Level Drama and Theatre

Component One: Devising (*Component Code: 9DR0/01)

40% of the qualification, 80 marks

Content Overview

• Devise an original performance piece
• Use one key extract from a performance text and a theatre practitioner as stimuli
• Centre choice of text and practitioner
• Performer or designer routes available

Component Two: Text in Performance (*Component Code: 9DR0/02)

20% of the qualification, 60 marks

Content Overview

• A group performance/design realisation of one key extract from a performance text
• A monologue or duologue performance/design realisation from one key extract from a different performance text
• Centre choice of performance texts

Component Three: Theatre Makers in Practice (*Paper Code: 9DR0/03)

Written examination: 2 hours 30 minutes

40% of the qualification, 80 marks.

Section A: Live Theatre Evaluation

• 20 Marks, assessing AO4
• Students answer one extended response question from a choice of teo requiring them to analyse and evaluate a live theatre performance they have seen
• Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words

Section B: Page to Stage: Realising a Performance Text

• 36 marks, assessing AO3
• Students answer teo extended response questions based on an unseen extract from the performance text they have studied
• Students will demonstrate how they, as theatre makers, intend to realise the extract in performance
• Students answer from the perspective of a performer and a designer
• Performance texts for this section are not allowed in the examination as the extracts will be provided

Section C: Interpreting a Performance Text

• 24 marks, assessing AO3.
• Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text
• Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience.
• Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions.
• Students must take in clean copies of their performance texts for this section, but no other printed materials.

Pearson BTEC Level 3 National Extended Certificate in Music Performance

Full details available on request.

This course is for students who perform as musicians, and are looking to further their musical studies and experiences in a variety of ways. It offers students the opportunity to gain a wide range of musical skills including:

Performance, Music Theory, Song Writing Techniques, Music Production (Recording and Sequencing), Music Business/ Events Management. Performance and events management are key to your training and typically you will take part in 8-12 live gigs per year in a variety of venues.

This qualification is equivalent to 1.5 A Levels, which means that when you finish the course you may choose to go into full time employment. The natural progression is into the second year of the Extended Diploma. The Extended Diploma is a ‘top up’ and is equivalent to three A levels.

Pearson BTEC Level 3 National Certificate in Performing Arts

Full details available on request.

The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education. In addition, employers and professional bodies have been involved and consulted in order to confirm that the content is appropriate and consistent with current practice should learners choose to enter employment directly in the performing arts sector. The qualification provides the knowledge, skills and understanding that will prepare learners for further study or training. Learners taking this qualification will study mandatory learning and teaching modules including:

• Skills Development
• The Global Performing Arts Industry
• Personal Performing Arts Profile
• Collaborative Performing Arts Project

The mandatory content allows learners to concentrate on the development of their technical performance skills and creation techniques, and relate them to the performing.

Learning Outside the Classroom

The Performing Arts Department also offer opportunities for students to take part in a range of extra-curricular activities.

Many students take every opportunity they can to perform!

Upcoming / ongoing extra-curricular activities in Performing Arts to include:

• Planned production of Frozen, Autumn 2024
• Oriel Extras, a student run company, to maintain an ongoing series of events
• National Youth Theatre entries 2024-25
• Friends of Frantic Assembly
• Shakespeare Schools Foundation 2025
• Lets Dance 2025
• Sound and Light Club
• Christmas Concert
• Theatre Trips for all year groups
• Beatbox Workshops